ThiName Mikala Hines
Class ELED 3221
Date 3/12/2015
edTPA Indirect Instruction Lesson Plan Template
The Great Trash Bash
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Central Focus/Big Idea: The central focus of this lesson falls under the “ecosystems” category.
Students will see how humans can adapt their behavior to live in a constantly changing world.
They will determine what humans have to do to take care of the earth and keep the environment
clean.
Subject of this lesson: Recycling
Grade Level: 4th grade
NC Essential Standard(s):
4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling
wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).
Next Generation Science Standard(s):
LS1.A: Structure and Function
structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
LS1.D: Information Processing
of information, which may be then processed by the animal’s brain. Animals are able to use their
perceptions and memories to guide their actions. (4-LS1-2)
Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on
K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by
peers by citing relevant evidence about the natural and designed
argument with evidence, data, and/or a model. (4-LS1-1)
21st Century Skills:
Critical Thinking and Problem Solving & Collaboration- Students will have to take what they’ve
learned from the lesson and come up with ideas to reduce, reuse, and to recycle through
collaboration with their groups. They will have to rely on what they’ve learned from The Great
Trash Bash and their prior knowledge with their partners without getting angry or frustrated with
each other.
Academic Language Demand
 Language Function: Explain and Interpret are the demands I picked, because the standard
uses explain, and they will have to explain their knowledge of recycling by interpreting
what they’ve learned to come up with ways to make the environment healthier and safe.
Analyze
Argue
Categorize
Compare/contrast Describe
Explain
Interpret

Predict
Question
Retell
Summarize
Scientific Vocabulary: Reduce, Reuse, Recycle, Pollution, Environment,
Instructional Objective: Students will explain ways that they can reduce, reuse, and recycle at
home and school. Students will interpret their knowledge on recyclable products to correctly sort
non-recyclables and recyclables and explain why they sorted them the way that they did.
Prior Knowledge (student): Heard the words Reduce, Reuse, Recycle at least recognize
recycling sign.
Content Knowledge (teacher): Teacher should read through the quiz and the answers, because
they directly come from the BrainPOP video. Teacher should have basic understanding of what it
means to reduce, reuse, and recycle and examples of each of them. Should be able to explain the
difference.
Reducing: to use less--- turning the water off when you brush your teeth
Reuse: to use again--- Reusing plastic bags
Recycle: Sorting plastics, sturdy objects, and trash so that it can be reused again.
Accommodations for special needs (individual and/or small group): Students with disabilities
and ELL should be close enough to hear the teacher and see the pictures. Simply, just make sure
all students can hear and see you. Allow students to copy your notes from what they say in their
notebooks.
Materials and Technology requirements:
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Poster paper/poster board
Construction paper
Markers
Technology to play a videos
Brain POP (Quiz from BrainPop also)
Science notebooks
Total Estimated Time: 30-35 minutes
Source of lesson: Classroom teacher, colleague, and Workbook
Safety considerations: How will you make sure students are safe in your lesson?
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Don’t just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: How will students’ attention or interest be captured? How will you identify prior
conceptions?
First begin by displaying the recycling symbol. Ask them what they know about it, if they know
what it is and what it means or where they’ve seen it? Call on students to respond.
After talking about their ideas and the symbol for a minute or so, play the BrainPop video on
recycling.
https://www.brainpop.com/technology/scienceandindustry/recycling/
Let it play through one time. Tell students to try and remember 2 or 3 things that they learned or
thought was interesting.
Call on two or three students to share one of their interesting things.
Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?
Go through the Brain pop Video again and pull out the most important information for them to
write into their science notebooks.
Possible leading questions- allow for discussion
Questions: What is the first step in recycling? Answer: Sorting
Questions: What is the most common way to sort products? Answer: Papers, sturdy containers,
and trash.
Questions: Where does the paper go to get recycled? Answer: the paper mill
----Talk about what happens there? ( Goes through wash to separate ink and paper called pulp in
slusher, and then detergents washes it, then it goes through a screen to pick out any tape or dirt,
then its bleach and strengthens it, then the moisture is taken out, then its put into thin sheets of
paper.
Questions: What happens at the aluminum plant?
First it is shredded, then it is melted to make molten, then shaped into ingots.
Questions: What happens with plastics?
Plastics have a recycle sign on them, with a number on them. That’s a code resin identification
code. Each one is a different kind of plastic. Many communities only recycle some kinds of
plastics. Mostly only 1, 2, and 3 are easily recycled.
Questions: Why is recycling helpful?
Reduces pollutions, energy, and raw materials. Creates jobs. And decreases the amount of trash
that goes into landfills.
Have groups of students sort through different types of material collected into recyclables and
non-recyclables.
Materials: Plastic bags, Soda bottles, Soda Cans, Soda Boxes, Candle, Food Boxes, Vacuum
attachment, tin cans, etc.
After they have sorted these, ask them if they can find things around the room (just write down
what they found, don’t have to physically collect the object).
Explanation: How will you structure student sharing from exploration? How will you facilitate
students’ conceptual development? How will you help students connect explanations back to
their experience? How will you build on student explanations to help students use appropriate
vocabulary to label concepts and ideas?
Students should create a poster one ways they can reduce, reuse, and recycle at home and at
school. Have students grouped up to think also of different materials that can be found at home
and school that can be recycled. Have students create a title or simple put “6 ways to help the
environment.” Students should think of ways they can reduce, reuse, and recycle at home and at
school. Students can use words and pictures on the poster. Here are some examples:
Turning the water off when you brush your teeth
Recycling paper, aluminum, cardboard, etc.
Leaving the lights off when its day light outside
Use both sides of the paper
Using dishes and rewashing them, rather than paper/plastic wear.
ECT.
Have students present their different materials and tell why they sorted them the way they did, do
that for each of the different groups.
Questions to ask: What do they notice about the choices that groups made?
Question to ask: Do these have similarities and differences? Any similarities and differences
amongst the different categories?
Question to ask: Why do you think these materials should be recycled?
Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal)
Students will take an example that they created with their group and make a brochure of one of
their examples and why it’s important and why we need to do it. We need to make it catchy and
flashy so that students will stop and read them in the halls. You can make a slogan, or a song or
anything. Sell your topic, get the school to help you save the world. Saving the environment isn’t
just one person’s job it is everyone’s job.
Question: What category would you consider that? Why? Explain your reasoning.
Question: Why do we need to do your example? What’s the importance of it?
Question: How are we going to make your more “readable” to the reader? What’s going to make
yours pop?
Evaluate:
After students finish their quiz and finish their question for their exit ticket, play the Youtube
video.
https://www.youtube.com/watch?v=Y3LdvTgFV00
Formal Summative Assessment: Student will complete a 10 question quiz after they have
completed their independent practice. Students must answer 8 of 10 blank to reach mastery.
Informal Summative Assessment: Exit ticket on back of test! Thumbs up/ Thumbs down on
recycling and why?
Informal Formative Assessment: Asking questions along the way to check for understanding
Formal Formative Assessment: Participation of guided practice and independent practice of
finding ways to reduce, reuse, and recycle.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
Recycling
1. Why do plastic identification numbers exist?
a. To help determine how many people use different types of plastic products
b. To identify the factories where plastic products are manufactured
c. To help people separate different types of recyclable plastics
d. To determine which regions of the country use which plastic products the most
2. Which is the correct order for recycling of aluminum?
a. It’s liquefied, then shredded, then cast into ingots
b. It’s cast into ingots, then shredded, then liquefied
c. It’s liquefied, then cause into ingots then shredded
d. It’s shredded, liquefied, then cast into ingots
3. Why do materials have to be sorted before they’re recycled?
a. Because different materials are sent to different recycling facilities
b. Because sorting allows you to play a role in the recycling process
c. Because people who work at recycling facilities don’t know how to sort recyclables
d. Because materials have to be recycled in the same state when they’re produced
4. What would likely be contained in “regular trash” that isn’t recycled?
a. Glass and plastic products
b. Used toothpaste tubes and bandages
c. Old newspapers and magazines
d. Aluminum cans
5. Why does paper need to be treated before it is recycled?
a. Because it might contain deadly diseases
b. Because recycled paper disintegrates if it isn’t treated
c. Because ink and dyes need to be washed off before it can be re-used
d. Because it is worth more money after it is treated
6. Which of the following is most similar to the process of recycling?
a. Bringing a reusable shopping bag to the grocery story
b. Turning off the water while you brush your teeth
c. Telling mail-order companies to stop sending you catalogues
d. Turning part of an old T-shirt into a patch of your jeans
7. How is recycling aluminum different from recycling plastics?
a. Aluminum can be recycled in a few hours; recycling plastics takes several years
b. Plastic can only be recycled into other forms of plastic, while aluminum can be recycled
into steel
c. Plastics have to sorted carefully before recycling; this is not so for aluminum
d. Recycling plastics uses much less energy than recycling aluminum
8. Recycling diminishes the need for new raw materials. In the preceding sentence, what does
“diminishes” means?
a. Increases
b. Eliminates
c. Helps
d. Reduces
9. Which natural resource does recycling paper allow people to conserve?
a. Nuclear energy
b. Solar energy
c. Trees
d. Hydroelectric power
10. What would most likely happen if there were no recycling?
a. The planet would run out of fossil fuels more slowly
b. Landfills would fill up faster
c. The price of oil would decrease
d. Global Climate Change would end